5.2.1 The Effects of VR and PC Visual Novel Gaming on Vocabulary Recall and Retention
Results from the statistical analysis revealed that the visual novel game, Angels and demigods, was effective for the learners’ vocabulary learning in both the VR and PC group. The vocabulary translation and recognition test results indicated that both groups were able to recall the newly learned words after receiving the treatment, in which a significant difference can be found between the scores (p<.05) in both the recognition and translation tests. Furthermore, results in all the recognition tests were higher than that of all the translation tests for both groups. This may
indicate that the form of the recognition test with multiple-choice items may probe participants’ proclivity to guess and select the correct answer.
In terms of the delayed posttest, the learners in both groups were able to recall as many words in their delayed recognition posttest as their posttest. This
phenomenon was quite conceivable too, since the multiple-choice items acted as hints,
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learners were able to guess the correct answers as well as their posttest. The mean score for the PC group remained the same while for the VR group the mean score increased just slightly, indicating that there was indeed a learning effect through the recognition test. However, this was a different case for the delayed vocabulary
translation test. Considering that remembering the form and meaning of a word is a lot more difficult than recognising a word, it was expected that scores for both groups should be lower in the delayed test than the posttest. Instead, results reveal that the VR group was able to retain the newly learned words in the delayed translation test as effectively as their posttest, while a decline in mean score in the delayed translation test could be seen in the PC group.
It could be argued that there was a learning effect from the immediate recognition posttest which would affect the delayed translation posttest, though this was not the case with the learners in the PC group. This phenomenon would likely suggest that a VR effect was of influence on learners’ gain and retention in
vocabulary knowledge. The findings would thus be in line with research
demonstrating the beneficial effect of VR on EFL vocabulary learning (Chen, 2016;
Chen et al., 2014; Cheng et al., 2017; Chung, 2012; Lan, 2015; Liou, 2013; Madini &
Alshakihi, 2017). From the questionnaire, learners from the VR group expressed much curiosity and delight in the virtual features of the game, which would lead to higher engagement and interaction with the game. According to Burleson (2011), information that is deeply processed is far more likely to be remembered than information that only receive only surface-level processing. Therefore, this would provide an explanation for the VR players’ better vocabulary learning because they had a higher level of learner involvement and interaction with the vocabulary.
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5.2.2 Differences in Vocabulary Recall and Retention Between the VR Group and the PC Group
In both of the vocabulary recognition and translation immediate posttests, although the VR group did not perform significantly better than the PC group. The VR group (M = 12.20, SD = 2.62) could see a mean score two points higher than that of the PC group (M = 10.80, SD = 2.08) in the translation immediate posttest, as well as one point higher in score (M = 16.20, SD = 2.15) over the PC group (M = 15.00, SD = 2.07) in the immediate recognition posttest.
The VR group’s high performance in vocabulary learning could be attributed to the following reasons: immersive context, deeper interactivity and higher
motivation. Previous findings (Huang et al., 2010; Lan et al., 2015) corroborated that the VR learning environment contextualizes vocabulary learning, facilitating a higher level of cognitive involvement which could help learners in the VR group better gain vocabulary. The sense of immersion provides a realistic like virtual environment that is rich and diverse in stimuli, thus enabling to infer new word meaning from context (Liu et al., 2014).
Hulstijn and Laufer’s (2001) study speaks on involvement load, where the quality of cognitive engagement a learner has with a particular vocabulary item is crucial when it comes to vocabulary acquisition. Hence, involvement load provides may be a potential explanation for the VR group’s better learning gains and retention in vocabulary knowledge. Learners’ interaction in the virtual environment of the game was enticing and thus enhanced their engagement on the content.
Concerning motivation, learners in the VR group were highly motivated to learn and understand the vocabulary through in the game than the PC group. The
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gameplay experience was considered generally more appealing and entertaining than the average gaming experienced on PC. Furthermore, the VR group is able to
experience embodiment as the main character, creating a strong sense of presence in the immersed environment. Lee, Wong and Fung (2010, p. 1435) state that “the higher the level of presence, the better the learning outcomes”, meaning a learner may be motivated to cognitively process a learning material more deeply when experiencing the virtual setting.
From the statistical data collected from the Pearson Correlation, the frequency of the words appearing in the game did not significantly correlate with the retention rate of the learners in either groups, implying that repetition of target words had little effect with learners’ performance in vocabulary learning. This outcome is
contradictory with previous research which suggests that encountering more words would improve retention of new vocabulary (Waring, 2003; Webb, 2008). An explanation for the inconsistent results would be that there was a lack of sufficient context that may be crucial for learning and understanding a new word. An example from this study would be the target word metamorphosis that occurred in the game thirteen times. Although its high frequency, only three participants from the VR group got the word correct while no participants from the PC group produced the right meaning. In addition, learners reported that they had to guess the meaning of certain words while playing the game, which may give rise to the chance of predicting an incorrect meaning on their first try. This may lead to participants taking the definition of a vocabulary from their first guess and assuming it to possess a certain meaning throughout the game.
As for image association and retention rate, there was no significance found between the presence of images and vocabulary retention rate for the VR or PC group.
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Studies from the past (Plass et al, 1998; Kost et al, 1999; Yoshii & Flaiz, 2002) suggested that a combination of text explanation and image aided learners in
acquiring vocabulary more efficiently that in a text and picture only condition. Since Angels and demigods is a commercial visual novel game, word definition was not provided within the game. Albeit this notion, the VR group was able to achieve a higher retention rate on words that were accompanied by images than words that did not. On the other hand, the PC group scored relatively the same regardless of words having images or not. This would further justify that the images in VR are more vivid and visually effective than PC, creating a deeper impression in participants’ memory.
5.2.3 Learners’ Perceptions of VR and PC Visual Novel Gaming
The questionnaire given to the participants came back with mostly positive results with their respective treatments. Most all agree that this game is able to help them learn English vocabulary, as well as being an interesting alternative to learn vocabulary than conventional teachings. This was in line with prior studies done on gaming and learning (Burguillo, 2010; Ebner & Holzinger, 2007; Liu & Chu, 2010;
Kiili, 2007; Reinhardt & Sykes, 2012). Findings in previous VR related studies also iterate this notion, revealing that VR-based language learning is an enjoyable and encourages learners to actively acquire knowledge (Chung, 2012; Cheng et al., 2017;
Lan & Liao, 2018).
Participants from the VR group expressed their fondness in the virtual features of the VR—immersion, interactivity, presence and embodiment, and reported that these elements were one of the factors that enabled them to be engaged in the game to elicit learning. This level of engagement, concentration and interaction exploring the virtual environment contributed to their effective learning. This tallies with research investigating the predicative value of attention for language learning (Godfroid et al.,
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2013), as the sense of immersion and presence provided by VR triggers novel modes of learning that are absent in traditional classroom settings.
The PC group favoured the game as well, indicating that they are willing to use similar visual novel games in the future to facilitate with their vocabulary learning. When asked about whether including VR elements into this game, most agreed that adding this feature would motivate them to learn vocabulary. In the open-ended questions, however, half of the participants in the PC group expressed that including these VR elements would not be more beneficial when it comes to
vocabulary learning, while the other have believed that it could. Those that disagreed felt that playing the game on PC would be just as efficient as VR. This notion may have resulted from their immediate posttest, as they were able to produce and recognize new words that were acquired after the treatment.
When asked on the advantages of learning vocabulary through this game, a majority of the VR participants specified on the immersive element of the virtual environment, recalling that this enticing feature made the experience rather enjoyable and fun, making them less likely to feel bored during gameplay. A few expressed that this could also be an alternative to learning English vocabulary in class as well. Much like VR group, most participants from the PC group perceived the game to be an interesting and fun way to learn new English vocabulary too. Some also mentioned that the authentic, native spoken dialogue was beneficial and helpful for learning the pronunciation of English words.
In terms of disadvantages, it is noteworthy to mention participants described different drawbacks according to the group they were situated in. In the VR group, half of the participants complained that wearing the VR headset for a long period
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would begin to feel heavy on their heads which in turn made their necks feel quite uncomfortable. Within these answers, three further added that they also experienced slight dizziness during gameplay. Some also mentioned that the game was too difficult and that constantly failing to proceed further in the game would make them feel frustrated. Compared to the VR group, instead of having physical complaints, many participants complained about the design of the game. Since this game was originally made for VR, the immersive and virtual elements were thus not available in the PC version of the game, making the gameplay somewhat mundane.
Albeit the aforementioned drawbacks, both groups generally enjoyed playing the game and using it as a tool for vocabulary and language learning. The majority agreed on the intention for playing Angels and demigods or other similar games in the future to facilitate their English vocabulary learning. Moreover, a few of the
participants also believe that having this game included in English courses would be beneficial in their learning as well. From these responses, it can be inferred that VR and PC gaming can offer effective learning opportunities as activities in the
classroom.